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Volume 23, Issue 141 (11-2024)
Journal of Psychological Science 2024, 23(141): 217-231 |
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Mallahi K, Sohrabi N, Samani S, Khosravi S. (2024). The impact of teaching interactive style parenting on reducing detrimental factors in parent-adolescent relationships. Journal of Psychological Science. 23(141), 217-231. doi:10.52547/JPS.23.141.2261
URL: http://psychologicalscience.ir/article-1-2288-en.html
URL: http://psychologicalscience.ir/article-1-2288-en.html
Associate Professor, Department of General Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. , Sohrabi_sh2006@yahoo.com
Abstract: (547 Views)
Background: Numerous studies have examined the interaction methods of parents with the psychological functioning of adolescents and have reported positive outcomes from these relationships. However, no study was found that directly investigated the impact of educational programs on parents’ interaction styles in reducing harmful factors.
Aims: The present research was conducted to examine the impact of educational interaction style training for parents on reducing harmful factors in parent-adolescent relationships.
Methods: The research method was semi-experimental of the pre-test, and post-test type with a control group. The statistical population included all high school female and male students from districts one and two of Shiraz city in the academic year of 2021-2022. A simple random sampling method selected 60 individuals (30 parents and 30 students) as the sample. The questionnaire on harmful factors in parent-adolescent relationships (Malahi et al., 2023) was used for data collection in the present study.
Results: The findings indicate that there is a significant difference between the groups in terms of variables related to harmful factors in parent-adolescent relationships. This means that the developed protocol has been able to reduce harmful factors in the experimental group compared to the control group, such as the generational gap (0.117); parental perfectionism (0.136); lack of independence for adolescents (0.198); comparison of children (0.237); improper communication with adolescents (0.117); lack of trust in adolescents (0.396); blaming adolescents (0.203); parental unawareness (0.167); unsafe conditions (0.071).
Conclusion: Understanding the effectiveness of interactive style training can guide policymakers in allocating resources and developing targeted programs to support parents and improve family dynamics. Research findings can contribute to the reform and enhancement of interactive-style educational programs, ensuring that they are tailored to the specific needs of parents and adolescents. This evidence-based approach can inform the creation and modification of interventions that aim to strengthen family relationships, potentially leading to more cohesive and supportive home environments for parents and adolescents.
Aims: The present research was conducted to examine the impact of educational interaction style training for parents on reducing harmful factors in parent-adolescent relationships.
Methods: The research method was semi-experimental of the pre-test, and post-test type with a control group. The statistical population included all high school female and male students from districts one and two of Shiraz city in the academic year of 2021-2022. A simple random sampling method selected 60 individuals (30 parents and 30 students) as the sample. The questionnaire on harmful factors in parent-adolescent relationships (Malahi et al., 2023) was used for data collection in the present study.
Results: The findings indicate that there is a significant difference between the groups in terms of variables related to harmful factors in parent-adolescent relationships. This means that the developed protocol has been able to reduce harmful factors in the experimental group compared to the control group, such as the generational gap (0.117); parental perfectionism (0.136); lack of independence for adolescents (0.198); comparison of children (0.237); improper communication with adolescents (0.117); lack of trust in adolescents (0.396); blaming adolescents (0.203); parental unawareness (0.167); unsafe conditions (0.071).
Conclusion: Understanding the effectiveness of interactive style training can guide policymakers in allocating resources and developing targeted programs to support parents and improve family dynamics. Research findings can contribute to the reform and enhancement of interactive-style educational programs, ensuring that they are tailored to the specific needs of parents and adolescents. This evidence-based approach can inform the creation and modification of interventions that aim to strengthen family relationships, potentially leading to more cohesive and supportive home environments for parents and adolescents.
Keywords: parent-adolescent relationship, teenagers, traumatic factors of parent-adolescent relationships
Type of Study: Research |
Subject:
Special
Received: 2023/12/23 | Accepted: 2024/02/24 | Published: 2024/11/21
Received: 2023/12/23 | Accepted: 2024/02/24 | Published: 2024/11/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)